ERM Announcements, June 15, 2017

1. ERM Events at ASEE
2. Student Division Distinguished Lecture at ASEE
3. Workshop at the ASEE Annual Conference: The “Aha Moment” — Building a Common Foundation for Engineering Science
4. 2017 Interdivisional Town Hall Meeting at ASEE: “The Culture of Teaching”
5. Request for Input: Impact of Engineering Education Pioneers Project
6. Call for JEE Associate Editors
7. Conference on Research in Undergraduate Mathematics Education
8. Position Announcement: Postdoctoral Research Associate, University of Virginia
9. Position Announcement: Postdoctoral Fellow, University of Maryland
10. Position Announcement: Postdoctoral Fellow, Department of Engineering Education, College of Engineering & Applied Science, University of Cincinnati
11. Position Announcement: Program Director – Community-Engaged Engineering Interventions with Appalachian Youth, Virginia Tech


Get Involved with ERM! A Welcome Breakfast for New Members, Monday June 26, 7-8:00am. Tickets are $10 if purchased in advance or $20 if purchased on-site.
ERM Business Meeting, Tuesday June 27, 5-6:00pm, Delaware A in the Hyatt Regency Columbus.
ERM Brouhaha (Social & Awards), Tuesday June 27, 6:30 p.m. – 11:00 p.m., Huntington Park. Ticketed event: $75.00 advanced registration and $85.00 on site registration.
ERM Distinguished Lecture, Wednesday June 28, 9:45-11:15 a.m.“The Integration of Teaching, Learning, and Assessment: A Design-based Approach,” by Dr. Jim Pellegrino of the University of Illinois. Session W214 in Ballroom II, Columbus Convention Center.


“Embracing Disabling Constraints to Enable New Horizons in Engineering Education”, by Matt King, Accessibility Specialist at Facebook. This Distinguished Lecture builds on the ASEE Year of Action on Diversity from 2014-2015 and will take place in Ballroom III of the Convention Center.

Wednesday June 28, 2017 — 1:30 to 3:30 PM — Room A125, Columbus Convention Center

Basic engineering science courses are often perceived by students as just a collection of formulas and frequently taught by faculty as isolated subjects. However, most of us had an “aha moment” during graduate school when we recognized that all these courses are related. So why do we hide this common framework that underlies engineering science from our students and how could we use it to help them?

Workshop attendees will explore this question and learn about a multi-disciplinary approach for teaching and organizing engineering science courses and curricula — a systems, accounting, and modeling approach. This approach has been used successfully at Rose-Hulman Institute of Technology since 1995 and at the University of New Haven since 2005. Whether you are trying to improve courses within a traditional engineering discipline or trying to fashion an engineering-science core for a new engineering discipline, you will find this workshop useful.

For more details, go to the workshop description at or contact one of the workshop organizers, Prof. Don Richards at Rose-Hulman Institute of Technology, This workshop is a free ticketed event sponsored by the presenters. It is not sponsored by ERM.


M534A: 2017 Interdivisional Town Hall Meeting: The Culture of Teaching
Monday, June 26th, 3:15-4:45pm
Hyatt Regency – Franklin AB (New location)
Atsushi Akera, Moderator
(Rensselaer Polytechnic / LEES Division / ASEE Connecting Us Team Chair)

· Free & ticketed event. [Ticketed registrants will be admitted first – others welcome at door on seat-available basis]
· We encourage you to review the conversations that occurred at a pre-conference Virtual Conference*** (Scroll down, click thru, and go to the bottom of each numbered page to view the member-contributed comments.)
· Please consider bringing a laptop, tablet, or other recording instrument (e.g. pen and paper!) so someone can take notes of the conversation, and post them on a designated page following the meeting. You’re also invited to bring a smartphone and other connected digital devices to do research and review posted comments during the event itself.

***It’s not too late to participate in the Virtual Conference! As additional build-up for the event, we’ve left the SITE OPEN FOR YOUR COMMENTS. Please contribute your thoughts in advance of the meeting. This will be available to everyone as a resource during the event.***

Initial Panel
(The “Topic numbers” from the Virtual Conference are listed below)

· 1. Understanding our role within the larger ecosystem of higher education
Alan Cheville
Bucknell University / ERM & TELPhE

· 2. Getting students to own their education
Jenn Rossmann / LEES, Mechanical & TELPhE
Lafayette College

· 3. Diversity and inclusion
Darryll Williams
Tufts University / MIND

· 8. Innovative curricular and teaching practices for better preparing our students for engineering practice
Teodora Shuman
Seattle University / Energy Conversion & Conservation Div.

· 4-7 & 9-12. Other topics in the culture of teaching
Joe Tranquillo
Bucknell University / Biomedical Engineering Div.

Session Description
What is the culture of engineering instruction on our campuses, and how can we change it to enhance student engagement, transform engineering mindsets, and attain the other, deeper objectives that we hold as engineering educators? For the 2017 ASEE Interdivisional Town Hall meeting, we have convened a multi-phase event built around this question.

Phase I of the event, which took place in February, enabled us to identify a dozen possible topics through input from the co-sponsoring divisions. Phase II of the event was then a Virtual Conference, held in mid-April, in which all ASEE members were invited to comment on specific topics. (Click thru to view the member-contributed comments.)

The Town Hall Meeting itself (Phase III), held during our annual conference, will open with brief statements pertaining to the chosen topics (four topics, plus a summary of the rest), and proceed directly to a set of hands-on, parallel breakout sessions for developing concrete solutions and projects designed to address the specific aspects of our culture of teaching. Solutions may vary, and could consist of:

· Instructional modules
· Faculty development workshop or webinar
· An advice manual or guidelines directed to specific audience(s)
· Brainstorming about possible grant applications
· A technical session at a future ASEE meeting

and other ideas as determined by each breakout group.

This session is part of the work of the Connecting Us Team of the ASEE Board’s Strategic Doing initiative and the Ad Hoc Committee on Interdivisional Cooperation.

Interdivisional Town Hall Meeting Planning Committee
Atsushi Akera (LEES)
Alan Cheville (ERM, TELPhE)
John Estell (First-Year Programs)
Mary Frank (Architectural Engineering)
Susannah Howe (DEED)
Bala Maheswaran (EPPD)
Deanna Matthews (E&PP)
Russ Meier (ECE)
Mani Mina (TELPhE)
Rick Olson (IE)
Gurlovleen Rathore (Student Division)
Beena Sukumaran (WIED)
Joe Tranquillo (Biomedical)
John David Yoder (Mechanical)
Sheryl Sorby (VP PICs)

Co-Sponsoring Divisions
The event is co-sponsored by 53 ASEE divisions, constituent committees, and other organizational units, as listed under our session listing in Monolith.


Colleagues – we are putting together the final report for our NSF grant on the pioneers project. The collection of pioneer profiles can be viewed here: We would appreciate knowing about any type of impact this work may have had on you or those around you. One or two short sentences would be great – please send us your comments here: Any input you have would help make our final NSF report come to life (and let us know if we can use your name). Thank you. Jennifer Turns, Ken Yasuhara, Cheryl Allendoerfer, Cindy Atman


The Journal of Engineering Education (JEE), which serves to cultivate, disseminate, and archive scholarly research in engineering education, is currently accepting applications for one or more volunteer Associate Editors. Associate Editors are an integral part of the JEEEditorial Board and ensure the quality and timeliness of published material. Associate Editors serve 3-year terms that may be renewed.

An Associate Editor’s primary responsibilities are (1) reading manuscripts submitted to JEE, (2) recruiting and selecting appropriate, well qualified and responsible reviewers to review the manuscripts, (3) synthesizing reviewers’ comments and feedback, (4) integrating that feedback with their own evaluative and constructive report reflecting the strengths and weaknesses of the manuscript, and (5) making a recommendation to the JEE Editor. Other duties include attending quarterly (virtual) meetings of the JEE Editorial Board, selecting the annual Wickenden award winner, and completing various tasks related to maintaining the quality and relevance of JEE such as special issues and guest editorials. Generally, an Associate Editor will be assigned 12-16 manuscripts annually, and the duties of the position will require approximately 8 – 12 hours per month.

To qualify for the position, an Associate Editor must have an earned doctoral degree, be an active researcher in engineering education or a related field, and have experience publishing in the field of science, technology, engineering and mathematics (STEM) education research. Preferred qualifications include previous experience as a peer reviewer of a scholarly journal, publication experience in peer-reviewed journals, and rank at the associate professor (or equivalent) level. In particular, Associate Editors with expertise in P-12 engineering education, learning sciences, and quantitative methods are sought, but all areas will be considered. If interested, please submit a cover letter, CV and list of references to Lisa Benson, JEE Editor (as of July 1) via email to Ms. Teri Garrett ( by July 31. In your cover letter, please describe why you wish to serve as a JEE Associate Editor and the special skills and abilities you could contribute in this role (e.g., research methods, content knowledge, work experience, etc.), especially as they pertain to responsibilities and qualifications for the position.


The Twenty-First Annual Conference on Research in Undergraduate Mathematics Education will be held in San Diego, CA, from Thursday, February 22, to Saturday, February 24, 2018. Contributions at the intersection of mathematics and engineering education are welcome. Proposals for contributed, theoretical, and preliminary reports are due August 18, 2017, and proposals for posters are due December 1, 2017. Full details and instructions for submitting proposals can be found on the conference website:

If you have any questions about proposals, please contact Aaron Weinberg at or Chris Rasmussen at


The University of Virginia’s School of Engineering and Applied Science (SEAS), College and Graduate School of Arts & Sciences (A&S) and the Center for Teaching Excellence seek candidates for a Research Associate position to begin in the fall semester of 2017. Responsibilities include co-instructing courses for teaching assistants (TAs) in SEAS and A&S, developing and conducting educational research related to teaching courses, participating in educational development programs as part of the post-doctoral teaching mentorship process and helping to create a model for expanding these teaching courses to other STEM departments. Research associate appointments are made on a one-year basis and annual reappointment is contingent upon satisfactory performance and the continued availability of funding. This position is funded for two years.

Candidates must have a PhD or EdD in science, engineering, math or STEM education fields or equivalent, have teaching experience and exhibit potential for conducting STEM education research in higher education. Knowledge of and experience implementing evidence-based teaching practices are required along with strong oral and written communication and organizational skills. Preference will be given to candidates with a PhD in a STEM discipline with training in STEM education (or a PhD/EdD in STEM education with training in a STEM discipline). Preference will also be given to candidates with qualitative and quantitative education research experience and demonstrated evidence of outstanding accomplishments in teaching.

To apply, visit and search on Posting Number 0620985. Complete a Candidate Profile online; attach a CV/Resume and a cover letter stating your experience with teaching and research in STEM in higher education; and provide contact information for three references.

Review of applications will begin on July 1, 2017; however, the position will remain open until filled.

For additional information about the position, please contact Lindsay Wheeler at or 434-982-2816.

The University of Virginia is an equal opportunity/affirmative action employer committed to developing diversity in faculty and research staff and welcomes applications from women, minorities, veterans, and persons with disabilities.


Ayush Gupta, Andy Elby, and the University of Maryland Physics Education Research Group (PERG) and Engineering Education Research Group (EERG) are looking for a post-doc to become an active member of our group, working on two pre-determined projects and on additional teaching and/or research as determined by emerging opportunities and by negotiation between PERG/EERG and the post-doc.

The first project, Research on Practice Using STEM Inquiry Embedded with Computational Thinking in Elementary School, involves working with elementary school teachers to help them incorporate authentic inquiry through responsive teaching in their science lessons, and to integrate computational thinking into those lessons. Job activities include co-leading professional development sessions ~3 times per month, observing and helping in participating teachers’ classrooms several times per month, and conducting research on the teachers’ thinking and practice and on the students’ scientific/computational discourse.

The second project, “Do I help them finish or help them think?”: Preparing undergraduate ‘learning assistants’ to teach in design courses, is situated in the Introduction to Engineering Design course taken by all first-year engineering majors. The project involves designing, teaching, and studying the effects of a learning assistant pedagogy course aimed specifically at undergraduate teaching assistants in the Design course. Research focuses on the evolving teaching practices of the teaching assistants and on the effects of their teaching moves on the design thinking and enactment of equity manifested by the engineering student design teams. Job activities include participation in the research.

More details are available here:


The Department of Engineering Education has two (2) positions immediately available for a Postdoctoral Fellows. Skills required include, but are not limited to, knowledge of rating scale analysis (using item response theory), traditional psychometric analysis, requiring a proficiency in SAS, LISREL, TestFact, R, or similar data analysis software. Successful candidates will have a working knowledge (or be willing to learn) SQL (language to query data bases), PHP, HTML, and Python (scripting language).

The Postdoctoral Fellows are expected to work collaboratively with an extended research team by: contributing to study design; develop surveys of students and faculty; create interview and focus group protocols; conduct interviews or focus groups of stakeholders; analyze data using statistical methodologies common in education research; disseminate research findings through scholarly journals, academic conferences, and electronic media; and develop research proposals.

Ph.D or Ed.D. in an appropriate field such as engineering education, science education, educational research, measurement, or psychology, or assessment and evaluation; knowledge of quantitative and qualitative methodologies used in educational research; knowledge of SPSS; undergraduate degree in engineering or a science discipline preferred; excellent writing and speaking skills; ability to listen well and communicate tactfully.

Postdoctoral fellows will participate in data analysis, supervise the work of graduate and undergraduate research assistants, train graduate and undergraduate teaching assistants, publish research papers, contribute to grant writing, and help shape the overall scope and direction of the research. This is an opportunity to learn about and/or apply design research methods and research-to-practice with a group having over a 15-year history of conducting research in Engineering Education.

A successful candidate for this position needs strong qualitative and quantitative research skills, and good communication skills (particularly written). Prior knowledge of/interest in problem solving, mathematical modeling, or design education would be helpful.

Term of appointment:
This will be a one-year appointment with an option to renew for a second year contingent upon available funding and first year performance. The salary is competitive and includes benefits.

If you are interested in this position, please send your CV, cover letter, and contact information for three references (or reference letters that also include contact information) to:

PK Imbrie, Ph.D., Head and Professor, Department of Engineering Education and Professor, Department of Aerospace Engineering and Engineering Mechanics (
Teri Reed, Ph.D., Assistant Vice President for Economic Development, Office of Research and Professor of Chemical Engineering (

An interdisciplinary team of faculty led by the Department of Engineering Education is seeking a Program Director for a three-year NSF funded project entitled Community-Engaged Engineering Interventions with Appalachian Youth. The project focuses on the collaborative design, implementation, and study of recurrent engineering-focused interventions with middle school youth in three rural and Appalachian communities. To achieve this aim, we partner with school educators and industry experts embedded in students’ local communities to collectively adapt an established open-source engineering outreach curriculum and facilitate regular in-class interventions throughout the academic year.

The Program Director will independently lead assigned projects and provide leadership over all community engagement efforts including serving as the main contact for the project, building strong relationships with partnering schools, industry representative. The Program Director will lead workshops and trainings. The Program Director is responsible for producing curricular materials in collaboration with researchers and generating progress reports to be shared with the stakeholders and appropriate media outlets. This position reports directly to the PI and will regularly collaborate with other faculty on the project. The project Director will delegate assignments as needed to the graduate research assistants and the part time research associate assigned to the project.

The ideal candidate will have experience in managing complex projects with diverse stakeholders, significant work with governmental, educational, and/or community services organizations, and excellent communication skills.

If interested, please apply here: or contact Dr. Jake Grohs,, for more details.